Escape-to-Attention as a Potential Variable for Maintaining Problem Behavior in the School Setting

Abstract. Mueller, Sterling-Turner, and Moore (2005) reported a novel escape-to-attention (ETA) functional analysis condition in a school setting with one child. The current study replicates Mueller et al.’s functional analysis procedures with three elementary school-age boys referred for problem behavior. Functional analysis verified the participant’s problem behavior was maintained by escape from academic demands. Follow-up functional analyses in which target behaviors in escape versus ETA conditions were compared resulted in higher levels of target behavior in the ETA condition for 2 of the 3 participants. The current study also extended previous research by including a treatment analysis. Treatments designed to address escape and attention functions were more effective at reducing the target behaviors than treatments designed to target escape alone for all 3 participants. Results and implications for future research are discussed.